Abstract
In the following paper, we present some general results of an innovative teaching experience carried out by the University of La Laguna (ULL) and the University of Barcelona (UB). The project took place during a 6-week period by applying for cooperative work among early childhood (n = 109) and primary (n = 86) education trainee teachers in a selected virtual environment (ULL). One of the key aspects was the inter-university student’s grouping among both bachelor programs (early childhood and primary). The project had two main aims, which are as follows: (1) to familiarize students with heritage itineraries as key tools for the teaching of Social Sciences and (2) to develop professional competencies related to the coordination of teachers among educational levels, teaching, and learning strategies when using historical heritage and improving digital competencies. To achieve these aims, a three-phase intervention was designed (planning, design, and evaluation), all including active learning and the use of local environments as a teaching resource. To investigate the outcomes of the project, two sources of data were analyzed, namely, the results of a rubric and an opinion questionnaire (Cronbach’s α = 0.693), applied pre- (n = 185), and post- (n = 152) intervention. The descriptive statistical analysis was carried out with the Statistical Package for the Social Sciences (SPSS; v. 22) showing the positive learning outcomes of the participants. The rubric’s results showed that collaborative work and skills development scored higher, while contents of Social Sciences and the handling of heritage itineraries as teaching strategies were correct but lower than the other parameters analyzed. The questionnaire showed a positive perception of working together in consecutive educational levels and of the uses of digital technology for collaborative work but also indicated some difficulties regarding group organization, especially in the first weeks. The main results of the project highlight several aspects. (1) The need to apply pedagogical, technological, and educational resources to promote active and meaningful learning in future teachers. (2) The need to use virtual environments as learning and communication spaces in inter-university contexts, and (3) the importance of using local environments as scenarios for teaching Social Sciences.
Highlights
In the Spanish university context and in the field of educational innovation, student-centered teaching practices have been developed aiming at overcoming the masterclassbased model and encouraging active student participation
The University of La Laguna (ULL) created the Student-Centered Teaching Model Universidad de La Laguna [ULL] (2021) and the University of Barcelona (UB) Universidad de Barcelona [UB] (2021) its training model, both prioritizing active learning methodologies and a competencyfocused pedagogy. This approach follows the 2015 Standards and Guidelines for Quality Assurance in the European Higher Education and, in particular, its criteria on student-centered teaching, learning, and assessment, whereby Universities are encouraged to: “Ensure that teaching programs encourage students to be actively involved in creating their own learning process, and students’ assessment reflects the student-centered approach” (European Association for Quality Assurance in Higher Education [ENQA], 2015)
At the ULL and the UB, the design of the learning processes aimed at allowing students to participate in a global world, by using information and communication technologies (ICTs), following the principles of internationalization and borderless education
Summary
In the Spanish university context and in the field of educational innovation, student-centered teaching practices have been developed aiming at overcoming the masterclassbased model and encouraging active student participation With this purpose, the University of La Laguna (ULL) created the Student-Centered Teaching Model Universidad de La Laguna [ULL] (2021) and the University of Barcelona (UB) Universidad de Barcelona [UB] (2021) its training model, both prioritizing active learning methodologies and a competencyfocused pedagogy. At the ULL and the UB, the design of the learning processes aimed at allowing students to participate in a global world, by using information and communication technologies (ICTs), following the principles of internationalization and borderless education Within this framework, the main objective of this paper was to offer and discuss the learning outcomes of an innovative and educational transference project carried out in the areas of Didactics of Social Sciences at the ULL and UB during the 2020–2021 academic year. The result consolidated an inter-university working initiative, first carried out between ULL with the University of Huelva (Spain) and the Autonomous University of Baja California (Mexico) during the academic year 2019–2020
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